Title: What is the Eightfold path of Buddhism?
Guiding Question(s) for the lesson:
1. What is the eightfold path is?
3. How does the Eightfold path relate to other religious beliefs, morals and values?
4. How can the Eightfold be path implemented in our lives?
5. Does parts of the eightfold path exists in our current/contemporary society, if so how? OR
Name the way secularism influences moral behaviour within contemporary
culture.
RE Curriculum Expectations (Source 2006 Curriculum Guidelines from the Institute for Catholic
Education):
ICE –
1.5. AND 4.3 Our Hopes for Our Students in Religious Education & Course Expectations: Grade
11 University - CHRISTIAN MORAL DEVELOPMENT (Both 1.5 and 4.3 are the exact same as
listed below so I did not copy it twice)
Grade 11 [Public - HRT3M, Catholic - HRF/HRT]
• Recognize the importance of moral living in the human search for meaning and purpose.
• Appreciate the role moral codes play in religious worldviews.
• Critically name the way secularism influences moral behaviour within contemporary culture.
• Critically name the impact of religious fundamentalism and cults on the moral behaviour of
their members.
• Understand how the moral teachings of the world’s major religious traditions are used
as guidelines by their members for daily living.
• Recognize historical and contemporary examples of moral living as found in the various
religions of the world.
• Appreciate the role world religions can play in transforming human institutions, and
he impact this can have on changing the human heart.
Ontario Catholic Graduate Expectation –
The Ontario Catholic School Graduate Expectations:
• CGE3e A reflective, creative and holistic thinker: adopts a holistic approach to life by
integrating learning from various subject areas and experience;
• CGE5d A collaborative contributor: finds meaning, dignity, fulfillment and vocation in work
which contributes to the
common good;
Rationale, Learning Goals, and Success Criteria:
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Why this lesson is significant and relevant to students is because it teaches students
specific morals and values within Buddhism.
The Eightfold Path and many of the views that Catholics hold in terms of morals
intersect and inter lap, both religions hold similar morals and values.
In order for students to become productive members of society and be directed in the
right path these eight points in the eightfold path are of importance.
The morals mentioned in the eightfold path are not only of importance to Buddhist; they
are the basic foundations that every individual should follow.
The Learning goals for the students
o Describe the eightfold path
o Evaluate each path from a Catholic perspective.
o Describe the universal nature of the eightfold path, that it is not only a Buddhist
notion but that it can be followed by anyone.
The learning Goals would point out that many of these views inter lap with other
religious morals and values and that every individual should abide by them if they wish
to become not only a ‘good’ person but also a productive member of the society.
If several of these eight views are not followed, various problems may start to arise
and that may lead to bad choices, bad actions and bad consequences which could
potentially harm the individual either short term or in the long run (ex: jail, gang,
robbery, etc).
Student Evidence/success criteria of learning and understanding would be when all the
students understand and respect the eightfold path. I would also like it if they can
remember most of the eightfold path, and that they see that the Buddhist eightfold path
intersects with various other religious morals and values.
** Instead of using sub-headings I have bolded the purpose of the points
Time:
2 minutes of Reflection/prayer: Will be playing calming Buddhist chimes and bell short song
5-10 minutes of recap of Buddhism and the Four Noble Truths
20-30 minutes of Instructional Time PLUS guiding questions and any other questions that may
arise from the content taught on the Eightfold path. In a midst this time I will give the class 2
minutes to copy down the Eightfold path in their books or papers. I will let them know that the
short bullet points may appear on a test/exam later on in the course.
5-10 minutes on chart paper activity [Famous People]
5-10 minutes for Think, Pair, Share Activity
10-15 minutes to come up with a unique scenario
5-10 minutes to act out the skit to the class. This time includes both the skit and class discussion.
** The time adds up to 87 minutes which is more than a 75 minute period, what I would do then
is conclude the class with the 10-15 minutes of unique scenario. They would have the reminder
of time to come up with a scenario. The next day I would give them an additional couple of
minutes [10] and then ask them to present their skit to the class. HOWEVER IF there is time left
of the class after having done the skit [in case we finish early] I would refer back to the guiding
questions, and I will also be asking them what they have learnt from today’s lesson. [Its always
better to have extra activities than not have enough]
Prior Knowledge:
Prior to this lesson plan I would have already talked about and introduced Buddhism,
Siddhartha Gautama, the Buddha, and the Four Noble Truths. Briefly before beginning the lesson
on the Eightfold path I would remind the students of the Four Noble truths because the fourth
noble truth is the segway to the Eightfold path. I hope that they can make connections and begin
to see the connections I make.
Resources Required:
The resources required for this lesson plan would be pictures, and or diagrams of the
Eightfold Path. What also maybe be needed is a power point or overhead projector of a list of the
Eightfold path. Maybe bringing in some props so that they students may be able to incorporate
them into their skits. Other things that I need are graphic/chart paper, markers, and a reflection
song for the beginning of the lesson. This can be retrieved either from my phone or laptop, or I
would need access to the internet in another manner.
Minds On:
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1) Point out to students Learning goals and success criteria
2) Divide the class into groups of 3-4 and give each group a graphic/chart paper.
Assign them a person who was made an impact on his or her community. For example:
Nelson Mandela, Mother Teresa, Mahatma Ghandi, etc.
Ask them what their famous person has accomplished during his or her life time; ask
them why does this famous person deserve to go to heaven?
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After having given them a couple of minutes, I can ask either one of the members or all
of them to come and write what they have on the board, or to present their ideas from
where they are seated [However they must be standing up].
3) Divide the class again into groups of 3-4 or keep the same groups they were in during
activity number 2 and give each group another graphic/chart paper.
Assign each group one of the Eightfold Path and give them 3 minutes to brainstorm and
write down acts and examples in relation to their given Eightfold Path.
Amongst your group do a think, pair, and share activity (3 minutes).
Allow them to discuss on their own how the Eightfold path is similar to other religious
beliefs, morals and values.
The group can be divided, or it can be done in a discussion question format or etc. The
point is to get the students to critically think and analyze about how the Eightfold path
relates to our current and contemporary society.
Discuss how the Eightfold path is implemented into our judicial systems, government
implementations, educational systems, and other areas of relations that students can find.
This way the students have to reflect back on what they were taught in class regarding
other religions and critically assess other religious morals, values, beliefs, etc.
Action:
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As a group they are now responsible for creating or coming up with their own unique
scenarios in relation to one of the Eightfold path assigned to them.
They should have already brainstormed ideas on chart paper, now they have the task of
going more in depth and analyzing one specific situation or scenerio in relation to one of
the Eightfold paths given to them.
They will be responsible for coming up with a scenario and performing a 2 minute skit to
the class based on one of their Eightfold path.
They will begin by acting out their scenario and midway through the act they will pause
before the result of the scenario is fully acted out.
The rest of the class during this time will present both the right way and the wrong path
and briefly as a class we will explain why it is the right/wrong way.
Suspense will start to arise amongst the students to see what way the group decided to
take the scenario, and so the group presenting will finish acting out their scenario.
This way it allows the other students to critically assess and think about the scenario and
figure out the difference between right and wrong on their own.
They students can compile a graphic organizer that describes each paths and provide
examples of each practises OR I can give provide them with a sheet that describes each
path and provide a section on the page that is lined for them to write down the examples
of each paths that is presented in class or they may wish to write their own examples.
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I would print out page 276 from the World Religions A Canadian Catholic Perspective
text book and hand it out to them.
The ELL, the Resource students, the students with IEP get graded differently, and I may
re-word some of my assignments and or language in order for them to better comprehend
or understand my instructions. I may also reduce their work load in terms of writing, for
example the reflection that I will assign for homework may be a reduced in word count or
less space in the page.
I would probably mark the small skit
Consolidation:
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During group activities and class discussions we have addressed many of the
consolidation areas.
If it is still unclear to any of the students we can readdress them at the end of the class if
there is any time left.
I will ask them what they have learned from the various activities and what they are still
unsure about or are finding hard to comprehend (Afl).
Basically I will be bringing up the guiding questions up again for those who are still not
fully understanding or grasping unto the lesson (Aal).
I probably would assign a reflection for homework, and may ask them a couple of
questions that they have to answer in their reflection, such as, how would following the
eightfold path improve your life?
Extra:
As a teacher I will write down the agenda for the day on the board. If necessary I will
also write down some of the key terms that we will be discussing on the board, this way when I
bring up certain vocabulary and or difficult words, the students can refer to the board for
clarification. If they are still unsure of the terms they are more than welcome to approach me
during an activity or at the end of class and I will be happy to clarify any doubts that they may
still have. I will of course explain all this during instructional time. During all activities I will be
walking amongst the group providing input and feedback and listening to their engaging and
valuable discussions.